I'm not sure that this is helpful because it talks about "rushing" and "going," but not about forces.
Balloon pushes downward on air.
Air pushes upward on balloon.
Lesson Title:
Actions & Reactions (Newton's Third Law of Motion); 50 minutes + 30 minute extension.
State Standards:
PS3 (9-11)–9 Students demonstrate an understanding of forces and motion by…
9b using Newton’s Laws of Motion and the Law of Conservation of Momentum to predict the effect on the motion of objects.
National Standards:
CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should
develop an understanding of...
Motions and forces
Context of Lesson:
This lesson is intended to provide the closure that will allow students to progress to the free-body diagram lesson later. Newton's third law of motion is not so much an equation, but an explanation that all things in the Universe are balanced. Newton's third law states that for every action there is an equal but opposite reaction. This law provides the framework for the "normal force" which opposes an objects weight. Also, this law allows us to provide scaffolding for students into the friction section later this unit. This law reinforces what the students learned in the first lesson about Newton's first law of motion (objects at rest stay at rest...). Because at the time students were simply expected to accept it and now with the idea of action-reaction they are capable of seeing that the net force is zero. In which case they are able to apply what they learned in Newton's second to see that nothing changes with the objects motion. Some of the primary goals of this lesson are the following:
Define Newton's third law of motion
Define the "normal force" in terms of an objects weight
Understand the normal force acts perpendicular to the surface the object is on, not necessarily opposite to gravity
Accept some of the "big picture" ideas of physics (i.e. the force on a falling object caused by the Earth is mirrored by an equal an opposite force being exerted on the Earth by the falling object)
How is the normal force related to Newton's III? Both of these concepts are extremely hard for high school students. The normal force is self-adjusting, thus only knowable once all other forces are determined. The action/reaction pairs seem to be self-canceling, but are not because they are on different objects.
Will students be able to determine the reaction force for weight? For each normal force?
Opportunities to Learn:
In this lesson some of the opportunities to learn stem from the use of technology. For instance, in this lesson students will be watching 1 or 2 videos to start off the class discussion and recap on the previous lesson. The benefit of using the videos is that they present the same information to the students as i presented the previous lesson; however, it is from a different perspective and may cause some short-term unrest in the class. Therefore, by going over this "other" perspective in discussion the students who may not have understood my lesson may gain that little extra from the movies. While the students who did understand it the first time may fortify their understanding even more. Lastly, with the inquiry-research assignment at the end of class, students will learn to work in small committee like groups to solve a problem that would require way too much work from any one person.
Depth of Knowledge:
-As discussed in the objectives and main lesson plan, the depth of knowledge in this lesson is focused in the following categories:
Remembering
Understanding
Applying
Evaluating
Creating
Prerequisite Knowledge:
Knowledge required before this lesson should include knowledge of Newton's 1st and 2nd laws with some understanding of drawing out problems.
Plans for Differentiating Instruction:
In the inquiry-research part of the lesson i feel that everyone should have an opportunity to explore their personal MI and find some way to contribute to the inquiry assignment. However, if any one student is not participating well or not at all i will try to guide them towards a topic to research or a group better suited for their needs.
Accommodations and modifications:
Environmental factors:
Materials:
YouTube video
Quicktime video
SmartBoard
Computers for research
Objectives:
Some of the key focuses of this lesson include the following:
Defining Newton's third law of motion
Defining the "normal force" in terms of an objects weight
Understanding the normal force acts perpendicular to the surface the object is on, not necessarily opposite to gravity
Accepting some of the "big picture" ideas of physics (i.e. the force on a falling object caused by the Earth is mirrored by an equal an opposite force being exerted on the Earth by the falling object)
Instruction:
Opening:
First 5 minutes of class:
Settling in and class attendance
5:00-25:00 into class:
Watch video on astronauts troubles in space. What do you want students to look for? see?
Also, the following video may be better for explaining:
Discuss video(s) and clarify any confusion.
What are the main points that you want to address from the videos?
How will you setup the rest of the days lesson? What is the goal for today?
Engagement:
25:00-35:00 into class:
Discuss the "normal force" and why Newton's 3rd law demands its existence. What will you explain?
Have students calculate their own normal forces that the Earth exerts on them.
Go over example 4.12 on page 111 in the book regarding the two situation involving Newton's 3rd law.
35:00-45:00 into class:
Explain how the normal forces the Earth exerts on an object is perpendicular to the horizontal in which the object rests. Therefore, using the trigonometric relations we used to convert from Cartesian to polar coordinate we can find the normal force on an inclined plane.
Have students work in groups of two on a ditto that they must finish for homework involving the normal force and Newton's 3rd law.
You should write down your notes for this discussion (w/ diagrams) and scan it in.
Closure:
45:00-50:00 into class:
Clear up any confusion from the ditto so that students can finish the assignment at home. Offer to post one of the problems online at my wikispace so students will be motivated to go online and get one of the answers. Hopefully motivating them to do the homework (or at least start it).
Have the class and teacher work on a team-inquiry assignment. "If every person in the world jumped at the same time, could we knock the Earth out of its orbit?"
Write down a bunch of research objectives on the board so the students can break up into sub-teams to research all the information.
Mass of Earth
Escape velocity from Earth's orbit
Average mass of a human
Average distance a human can jump in the air (may need to survey the class)
Approximate number of humans on Earth
Once all the research has been completed the class should take their seats and the teacher should work through the problem on the board with them. After calculation is complete, is the acceleration of the Earth enough to move it out of orbit? How far does the Earth actually move in the amount of time from jump to fall?
Afterward, have the students work in their sub-teams to think of some possible errors in this hypothetical scenario (i.e. people are spread out all over the world, not in one place on Earth, etc.) Have you done this calculation? Did you do it for the symmetical and (less likely) asymmetric cases? Where is your work?
Conclude by telling the students that the inquiry-based assignment we just did is what is known as a "thought" problem. And how even though a thought-problem may at times sound ridiculous; we have the resources to make approximate calculations if we work in a team and simply "THINK". Wouldn't a physicist would see the earth and its inhabitants as an (unchanging) system?
Assessment:
For homework have the students post a thought-problem on the class wikispace. The students need not solve the problem, just simply specify what the question is, and some (not all) steps to solve the problem.
Is one of your objectives for the lesson to teach students about thought experiments? Thought experiments are an important tool for doing physics. If so, shouldn't you state this in your objectives.
Rhode Island Department of Education Lesson Plan
I'm not sure that this is helpful because it talks about "rushing" and "going," but not about forces.Balloon pushes downward on air.
Air pushes upward on balloon.
Lesson Title:
Actions & Reactions (Newton's Third Law of Motion); 50 minutes + 30 minute extension.State Standards:
PS3 (9-11)–9 Students demonstrate an understanding of forces and motion by…National Standards:
CONTENT STANDARD B: As a result of their activities in grades 9-12, all students shoulddevelop an understanding of...
Context of Lesson:
This lesson is intended to provide the closure that will allow students to progress to the free-body diagram lesson later. Newton's third law of motion is not so much an equation, but an explanation that all things in the Universe are balanced. Newton's third law states that for every action there is an equal but opposite reaction. This law provides the framework for the "normal force" which opposes an objects weight. Also, this law allows us to provide scaffolding for students into the friction section later this unit. This law reinforces what the students learned in the first lesson about Newton's first law of motion (objects at rest stay at rest...). Because at the time students were simply expected to accept it and now with the idea of action-reaction they are capable of seeing that the net force is zero. In which case they are able to apply what they learned in Newton's second to see that nothing changes with the objects motion. Some of the primary goals of this lesson are the following:How is the normal force related to Newton's III? Both of these concepts are extremely hard for high school students. The normal force is self-adjusting, thus only knowable once all other forces are determined. The action/reaction pairs seem to be self-canceling, but are not because they are on different objects.
Will students be able to determine the reaction force for weight? For each normal force?
Opportunities to Learn:
In this lesson some of the opportunities to learn stem from the use of technology. For instance, in this lesson students will be watching 1 or 2 videos to start off the class discussion and recap on the previous lesson. The benefit of using the videos is that they present the same information to the students as i presented the previous lesson; however, it is from a different perspective and may cause some short-term unrest in the class. Therefore, by going over this "other" perspective in discussion the students who may not have understood my lesson may gain that little extra from the movies. While the students who did understand it the first time may fortify their understanding even more. Lastly, with the inquiry-research assignment at the end of class, students will learn to work in small committee like groups to solve a problem that would require way too much work from any one person.Depth of Knowledge:
-As discussed in the objectives and main lesson plan, the depth of knowledge in this lesson is focused in the following categories:Prerequisite Knowledge:
Knowledge required before this lesson should include knowledge of Newton's 1st and 2nd laws with some understanding of drawing out problems.Plans for Differentiating Instruction:
In the inquiry-research part of the lesson i feel that everyone should have an opportunity to explore their personal MI and find some way to contribute to the inquiry assignment. However, if any one student is not participating well or not at all i will try to guide them towards a topic to research or a group better suited for their needs.Accommodations and modifications:
Environmental factors:
Materials:
Objectives:
Some of the key focuses of this lesson include the following:Instruction:
Opening:
- First 5 minutes of class:
Settling in and class attendance- 5:00-25:00 into class:
Watch video on astronauts troubles in space. What do you want students to look for? see?Also, the following video may be better for explaining:
Discuss video(s) and clarify any confusion.
What are the main points that you want to address from the videos?
How will you setup the rest of the days lesson? What is the goal for today?
Engagement:
- 25:00-35:00 into class:
Discuss the "normal force" and why Newton's 3rd law demands its existence. What will you explain?Have students calculate their own normal forces that the Earth exerts on them.
Go over example 4.12 on page 111 in the book regarding the two situation involving Newton's 3rd law.
- 35:00-45:00 into class:
Explain how the normal forces the Earth exerts on an object is perpendicular to the horizontal in which the object rests. Therefore, using the trigonometric relations we used to convert from Cartesian to polar coordinate we can find the normal force on an inclined plane.Have students work in groups of two on a ditto that they must finish for homework involving the normal force and Newton's 3rd law.
You should write down your notes for this discussion (w/ diagrams) and scan it in.
Closure:
- 45:00-50:00 into class:
Clear up any confusion from the ditto so that students can finish the assignment at home. Offer to post one of the problems online at my wikispace so students will be motivated to go online and get one of the answers. Hopefully motivating them to do the homework (or at least start it).Extension:
- 50:00-80:00
Have the class and teacher work on a team-inquiry assignment. "If every person in the world jumped at the same time, could we knock the Earth out of its orbit?"Write down a bunch of research objectives on the board so the students can break up into sub-teams to research all the information.
- Mass of Earth
- Escape velocity from Earth's orbit
- Average mass of a human
- Average distance a human can jump in the air (may need to survey the class)
- Approximate number of humans on Earth
Once all the research has been completed the class should take their seats and the teacher should work through the problem on the board with them. After calculation is complete, is the acceleration of the Earth enough to move it out of orbit? How far does the Earth actually move in the amount of time from jump to fall?Afterward, have the students work in their sub-teams to think of some possible errors in this hypothetical scenario (i.e. people are spread out all over the world, not in one place on Earth, etc.)
Have you done this calculation? Did you do it for the symmetical and (less likely) asymmetric cases? Where is your work?
Conclude by telling the students that the inquiry-based assignment we just did is what is known as a "thought" problem. And how even though a thought-problem may at times sound ridiculous; we have the resources to make approximate calculations if we work in a team and simply "THINK".
Wouldn't a physicist would see the earth and its inhabitants as an (unchanging) system?
Assessment:
For homework have the students post a thought-problem on the class wikispace. The students need not solve the problem, just simply specify what the question is, and some (not all) steps to solve the problem.Is one of your objectives for the lesson to teach students about thought experiments? Thought experiments are an important tool for doing physics. If so, shouldn't you state this in your objectives.
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: